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TEACHERS 
MANVAIS 

No. 11. 

The Argument for 



& 



^^ Manual Training 

P2Eu NICHOLAS MURRUT BUTLER, 

President of the College for the Train- 
ing of Teachers, N. Y. City. 

Also a Course of Study in Manual Training. 




(133) 



EL-KELLOGG-O'-Co 

NEWyoRK- Cf- CHICAGO 




The following paper was prepared at the request 
of the officers of the American Institute of Instruc- 
tion, and was read at the meeting of that body at 
Newport, R. L, July 12, 1888. 

N. M. B. 

9 University Place, New York City, 
October i, 1888. 



Copyright, 1888, by Nicholas Murray Butler. 



There being sufficient roo?n, the publishers have given 
the course of study in Manual Training employed in the 
Jamcstoum (JV. Y.) public schools, as an appendix. 



THE ARGUMENT FOR MANUAL TRAINING. 



No phase of the history of civilization is more in- 
teresting than that which deals with the theory and 
practice of education. In the educational theory of 
an age we find the summation of its philosophy ; in 
the educational practice, an epitome of its activities. 
The school is a microcosm, and properly studied it 
will furnish us the clue to the proper estimation of 
the status of every problem that vexed a particular 
generation. It will not solve those problems, but it 
will tell us how its contemporaries tried to solve 
them. The reason for this is that the school is the 
point of contact between each generation and its 
successor. It is the only point at which one gene- 
ration meets its successor systematically and with a 
definite purpose in view. And to the attainment of 
this purpose — the preparation of the rising generation 
to take its place in life — it brings all its best energies 
and all its ripest experience. 

There is much confusion in the popular mind be- 
tween the end and the means of educa- 
tion, and this confusion effectually The end and the 

, t , means of edu- 
prevents any proper estimation of the 

• j i i r cation, 

meaning and the lessons of educa- 
tional history. Unless this confusion is removed it 

(3) 



374 MANUAL TRAINING. 

will be impossible to understand the latest develop- 
ment of pedagogic thought, the one which w T e are to 
consider briefly in this paper. 

The immediate end in all formal education is the 
development of the mind's powers and 

The means of ca p ac i t ies. This end is always the 

education varv 

c J same and is never absent. The means 

from age to age. 

of education, on the other hand, are 

continually changing and depend upon two varying 
factors — our knowledge of the child's mind and the 
character of its environment. These two factors vary 
with the progress of knowledge, and are not quite the 
same in two consecutive decades, probably wholly 
different in two consecutive centuries. The psy- 
chology of Descartes is not that of Aristotle, nor is 
the psychology of Locke that of Descartes: and 
neither Aristotle, Descartes, nor Locke approximated 
the knowledge of the working of the human mind 
that we possess to-day. The changed conditions of 
practical life and the altered characteristics of civil- 
ization are even more marked than the advances in 
mental science. It is far easier to contrast than to 
compare the civilization of Greece at the time of 
Socrates, of England at the time of the Stuarts, and 
that of the New World to-day. The magnitude of 
the changes and their rapidity do not admit of ap- 
propriate expression and defy the power of statistics 
to portray. It is plain, then, that the means of educa- 
tion, — what is sometimes called its content as dis- 
tinguished from its form, — should and must vary to 



PROGRESS IS CONTINUOUS. 375 

keep pace with our widening knowledge and our 
broadening and deepening civilization. Some diffi- 
culty is found in making this argument plain, especi- 
ally to teachers. They are quite unwilling, very 
often, to believe that the curriculum in which they 
themselves were trained and on which they are now 

actively at work, is not the best — or at 

11 t j 1 r • j c Progress in edu- 

all events good enough tor an inden- ,. , 

& & cational practice, 

nite length of time. Many of them 

would doubtless be considerably surprised could they 
see clearly what changes are wrought almost an- 
nually. The course of study in the common school 
to-day is not just what it was ten years ago, and any 
comparison between our school programmes and those 
of Horace Mann would exhibit a striking diversity. 
This diversity is even more marked in the manner of 
imparting the instruction than in the material im- 
parted. The truth is that progress in this, as in other 
matters, goes on without our knowing it, and it is 
only after the lapse of considerable time that the 
visible effects of this progress engage oar attention. 
It would be a gross error for those who attach 

themselves to a new educational move- 

, ,. Progress is con- 

men t, to denounce preceding systems * 

' * & J tinuous. 

and conditions as misleading, worth- 
less, bad. The most beautiful flower depends for its 
existence upon a clumsy and unattractive root. The 
flower loses its beauty and attractiveness if torn from 
the source of its life and strength. So it is. with edu- 
cational systems. The last makes the next possible; 

(5) 



37^ MANUAL TRAINING. 

and the newest has quite enough to do without un- 
dertaking the profitless task of pointing out how all 
earlier systems would have failed had they been called 
upon to do something which in the nature of the case 
it was not possible for them to be called upon to do. 
Growth is continuous. Each stage is necessary; and 
it is worse than useless to attempt to exalt any one at 
the expense of that which laid tne basis for it. Each 
system and each theory of education may have been 
the best for its own time. It can not be fairly judged 
by the standards of a later period. All of these points 
must be borne in mind in coming to the consideration 
of the question, shall manual training be given a 
place in the school curriculum ? — for that is the con- 
crete form in which the latest development of educa- 
tional thought presents itself to us. 

The two phrases, " manual training" and " indus- 
trial education," — the latter term being 
What manual .* , , . . ., , . , . , 

. . . intended to signify an education which 

training means. . , . , . 

recognizes and includes manual train- 
ing, — are ambiguous and subject to serious miscon- 
struction. It is a misfortune that no acceptable sub- 
stitute for them has yet been found. Industrial edu- 
cation is an education in which the training of the 
pupil's powers of expression goes on side by side with 
the training of his receptive faculties, and in which 
the training of both is based on a knowledge of things 
and not of words merely. Industrial education is not 
technical education, though many persons confound 
the two. Technical education is a training in some 

(6) 



WHY THE WORD INDUSTRIAL IS USED. 377 

particular trade, industry, or set of 

trades or industries, with a view to Industnal educa- 
- . , ., . . tion vs. technical 

fitting the pupil to pursue it or them , 

as the means of gaining his livelihood. 
It is a special education, like that of the lawyer or 
the physician. It takes for granted a general educa- 
tion and builds upon it as a foundation. Industrial 
education, on the other hand, is the foundation itself. 
It is the general and common training which under- 
lies all instruction in particular techniques. It relies 
for its justification upon the nature of the human 
mind, its powers, and capacities. It may fairly be 
asked, then, why if this is the case, is the word " in- 
dustrial" used; why is not this general and fund- 
amental training denominated simply education ? 
Though the question is natural, the Why the word 
answer is plain. We cannot give the industrial is 
word education the signification in- used, 

tended, because at present another and narrower 
signification attaches to the word, Education shifts 
its meaning continually to accord with the ideals of 
the age. To the Athenian it meant the pursuit of 
kalon k'agathon; music and gymnastic were its 
characteristic elements. To the Roman, eloquence 
was an important and much esteemed attribute of 
culture. The preparation for life as an orator, there- 
fore, is that which Cicero and Quintilian have in 
mind when they write of education. The ideal of 
early Christendom was the antithesis of that of the 
Greek. The Greek urged the development of all the 

(7) 



378 MANUAL [RAINING. 

natural powers to their fullest strength and beauty. 
The early Christian insisted that the fall of man from 
God involved the consequent untrustworthiness and 
worthlessness of human nature. So instead of foster- 
ing the development of human impulses, the educa- 
tion of early Christendom hindered and endeavored 
to uproot them. This was what was meant by edu- 
cation in the Cloister Schools, and the products of 
the system were ascetics and monks. And so we 
might trace the history of educational theories to the 
present time, and we should find it a continual illus- 
tration of the fact that education means something 
different at each stage of the world's progress. If, 
then, the argument for manual training is as sound 
as I believe it to be, what we mean by industrial edu- 
cation to-day will be included in the concept of edu- 
cation as understood by the next generation. For 
the present, however, the prefixing of some adjective 
is necessary to mark the divergence. For this pur- 
pose the word " industrial " was unfortunately se- 
lected. 

The manual training movement, as we know it, is 

new. It was put upon a strictly scientific basis a 

very short time ago indeed. But it has been " in the 

Comenius pre- air," as the saying is, for a long time. 

scribed manual Over two hundred and fifty years ago 

training. Comenius prescribed manual training 

as part of the true curriculum. The Didactica Magna 

contains specific directions concerning it. Locke, 

Rousseau, and Fichte all emphasized manual train- 

(S) 



THE RUSSIAN EXPERIMENT. 379 

ing, though for different reasons. Locke agreed with 
Comenius, and regarded it chiefly from the stand- 
point of its value for practical life. Rousseau and 
Fichte, however, saw that its influence on the growth 
of the pupil, mental as well as physical, was to be de- 
sired. Froebel in his Kindergarten reduced theory 
to practice, and in the Kindergarten all manual train- 
ing, as well as all rational and systematic education, 
has its basis. But Froebel's work did not include the 
development of a scheme of manual training for older 
pupils. This was furnished many years later and 
from an unexpected quarter. M. Victor Della-Vos, 
director of the Imperial Technical School of Moscow, 
took the initiatory step. His report, made at the 
Expositions in Philadelphia in 1876 
and Paris in 1878, contains this pas- The Russian ex- 
sage: " In 1868 the school council con- p 
sidered it indispensable, in order to secure the syste- 
matic teaching of elementary practical work, to 
separate entirely the school workshops from the 
mechanical works in which the orders for private in- 
dividuals are executed. By the separation alone of 
the school workshops from the mechanical works the 
principal aim was, however, far from being attained. 
It was found necessary to work out such a method of 
teaching the elementary principles of mechanical art 
as, first, should demand the least possible length of 
time for their acquirement; secondly, should increase 
the facility of the supervision of the graded employ- 
ment of pupils; thirdly, should impart to the study 

(9) 



380 MANUAL TRAINING. 

of practical work the character of a sound, systematic 
acquirement of knowledge; and fourthly, should 
facilitate the demonstration of the progress of every 
pupil at stated times." 

This Russian experiment was made known to the 
people of the United States in 1876 by Prof. John D. 
Runkle, then president of the Massachusetts In- 
stitute of Technology. In his annual report for 1876 
Prof. Runkle gave an elaborate account of the Rus- 
sian system and pointed out its application to the 
work of the institution over which he presided. In 
consequence a school of Mechanic Arts was added to 
the equipment of the Institute. In 1879 the St. Louis 
Manual Training School was organized, and the sub- 
ject of manual training was formally put before 
American educators for investigation and criticism. 
Both the Boston and the St. Louis experiments, how- 
ever, only suggested the real question at issue —they 
did little or nothing to solve it. They made it plain 
that for boys of high-school age manual instruction 
could be devised that would be practical yet disci- 
plinary, educational not technical. 

The next step was to recognize the unity of prin- 
ciple which underlay the Kindergarten at one end of 
the educational scheme and the manual training 
The universality scno °l at the other. It was observed 
of this principle that both recognized the activities and 
of manual the expressive powers as well as the 
training. receptivities and assimilative powers. 
It was seen that the Kindergarten and the manual 

(to) 



THE UNIVERSALITY OF MANUAL TRAINING. 381 

training school were evidences of one and the same 
educational movement, though appearing at different 
points on the line. The observation of investigators 
was then directed to schools of the grades commonly 
known as primary and grammar, in order to deter- 
mine v/hether or not their curricula were organized 
in accordance with the principle in question. It was 
soon found that they were not, and it then remained 
to be decided whether the application of the principle 
extended to them, or whether for some peculiar rea- 
son it could not be applied there. When this stage 
was reached the very essence of the manual training 
movement was involved. If it was based on a peda- 
gogic principle and if that principle was sound, then 
manual training must be placed in schools of every 
grade. This question has now been fully answered. 
The manual training movement is based on a sound 
pedagogic principle and manual training must be in- 
troduced into schools of every grade. To the state- 
ment and brief elucidation of that principle we may 
now turn. 

In the first place, let me remind you of the distinc- 
tion already made between the end and the means of 
education; that the one, the development of the 
mental faculties, is always the same, but that the 
second varies according to our knowledge of the 
child's mind and the changing character of its en- 
vironment. The manual training which is to be in- 
troduced into the school must accord with the end of 
education and also be abreast of the present require- 
ments of the means of education. 



382 MANUAL TRAINING. 

It is objected as to the first that manual training is 
not mental training, but simply the development of 
Manual training s kiU in the use of certain implements. 
is mental train- This is bad common sense and worse 
ing- psychology. Manual training is men- 

tal training through the hand and eye, just as the 
study of history is mental training through the mem- 
ory and other powers. There is something incon- 
gruous and almost paradoxical in the fact that while 
education is professedly based upon psychology, and 
psychology has ever since Locke been emphasizing 
the importance of the senses in the development of 
mental activity, nevertheless sense-training is ac- 
corded but a narrow corner in the school-room and 
even that grudgingly. Industrial education is a pro- 
test against this mental oligarchy, the rule of a few 
faculties. It is a demand for mental democracy, in 
which each power of mind, even the humblest, shall 
be permitted to occupy the place that is its due. It 
is truly and strictly psychological. In view of the 
prevalent misconception on this point, too much 
stress cannot be laid upon the fact that manual train- 
ing, as we use the term, is mental training. What 
does it matter that the muscles of the arm and hand 
be well-nourished and perfectly developed, that the 
nerves be intact and healthy, if the mind that directs, 
controls, and uses them be wanting? What is it that 
models the graceful form and strikes the true blow, 
the muscles or the mind ? Do the retina and optic 
nerves see, or does the mind? It is the mind that 

U2» 



PUBLIC SCHOOLS NOT TRADE SCHOOLS. 383 

feels and fashions, and the mind that sees; the hand 
and the eye are the instruments which it uses. The 
argument for manual training returns to this point 
again and again, not only because it is essential to a 
comprehension of what is meant by manual training, 
but because it furnishes the ground for the con- 
tention that manual training should be introduced 
into the public schools. No one with any apprecia- 
tion of what our public school system is and why it 
exists, would for a moment suggest Public schools 
that it be used to train apprentices for not 

any trade or for all trades. It is not trade schools, 
the business of the public school to turn out draughts- 
men, or carpenters, or metal-workers, or cooks, or 
seamstresses, or modellers. Its aim is to send out 
boys and girls that are well and harmoniously trained 
to take their part in life. It is because manual train- 
ing contributes to this end, that it is advocated. We 
will all admit, indeed I will distinctly claim, that the 
boy who has passed through the curriculum which 
includes manual training will make a better car- 
penter, a better draughtsman, or a better metal- 
worker than he who has not had the benefit of that 
training. But it is also true that he will make a 
better lawyer, a better physician, a better clergyman, 
a better teacher, a better merchant — should he elect 
to follow any one of those honorable callings — and 
all for the same reason; namely, that he is a better 
equipped and more thoroughly educated man than 
his fellow in whose preparation manual training is 

(«) 



384 MANUAL TRAINING. 

not included. Therefore manual training is in accord 
with the aim of education. 

We may accept such psychological postulates as we 
will, yet for educational purposes we may agree that 
the mental powers are roughly divisible into two 
classes, the receptive and the expressive or active. 
By means of the former the child is put in possession 
of new facts, and by means of the second he makes 
these facts his own and uses them in practical life. 
As food will not nourish unless assimilated, so knowl- 
edge, or mental food, is not really knowledge, is not 
really possessed, until we have so gained control of 
it as to be able to express or use it. The power of 
expression therefore is a very important adjunct of 
the power of reception. Man can express his mental 
states or ideas by the use of language, by gesture, by 
delineation, and by construction. Of all these modes, 
language is the most difficult, the most abstract, the 
latest acquired. When carried to any great degree 
of fluency and accuracy, it is universally considered 
an accomplishment. Yet in the ordinary school- 
room it reigns supreme, and the other modes of ex- 
pression are passed over as if they did not exist. The 
argument for manual training insists that each of 
these modes of expression must be considered, and 
that for the training of each a method must be de- 
vised. 

It is hardly more than half a century since Sir 
Charles Bell discovered that the nerves which carry 
impulses out from the brain to the muscles are wholly 

(14) 



KNOWLEDGE MUST BE OF THINGS, NOT WORDS ONLY. 385 

distinct from those which carry stimuli in to the 
brain. For twenty-five years researches have been 
making in cerebral and nervous physiology that have 
revolutionized mental science. The dependence of 
mind on body, the relation of the various mental 
powers to each other, and the importance of the dis- 
tinction between the in-taking and the out-giving 
powers of the brain are now recognized as they never 
were before. Naturally we expect to see these scien- 
tific conclusions reflected in any course of study 
which is abreast of them. 

It is essential in training both the powers of recep- 
tion and the powers of expression that the child deal 
with things and objects, and not alone with what some 
one has said or written about things. Education 
from the Renaissance until Pestalozzi, despite the 
protests of a Ratke or a Comenius, did not recognize 
this principle. It taught words and words only. 
Rousseau, Pestalozzi, Froebel, and the 
hundreds of humble teachers whom Knowledge must 

111 , be of things, 
they inspired, burst these verbal bonds not words only 

and inaugurated that training of the 
receptive powers, now almost universal, by which 
the pupil sees things, touches things, handles things, 
and is not held at arm's length by the interposition 
of words. This is the philosophy of the object-lesson, 
and it is because of this sound, scientific reason for 
its existence that it has become permanently estab- 
lished in the school-room. While this wonderful 
improvement in the training of the receptive faculties 

(xs) 



386 MANUAL TRAINING. 

was making, the active or expressive faculties were 
left to shift for themselves. When we examine the 
ordinary course of study with reference to this point 
we find that the powers of expression by delineation 
and construction are entirely overlooked. Reading 
and writing are the only studies in the traditional 
group that train expression, and they are wholly in- 
adequate; and until very recently they were taught 
in such a way that they lost most of their disciplinary 
value. But even when well taught they are not ade- 
quate to the full demands of the mental powers of 
expression, for they rarely occupy more than ten per 
cent, of the school time, except in the very lowest 
primary grades. Furthermore they must be supple- 
mented in another direction if the active powers are 
to be trained as they should be. The advocates of 
manual training come forward and demonstrate that 
their scheme of instruction will adequately and prop- 
erly train the powers of expression. The powers of 
expression by delineation and construction are trained 
by the reciprocal instruction in drawing and in con- 
structive work. It is proved that the boy who can 
draw a cube or he who can carve or mold one from 
wood or clay, knows more that is worth knowing 
about the cube than he who can merely repeat its 
geometrical definition. 

Because of this psychological and practical sound- 
ness of manual training, the argument in its favor 
calls for the remodelling of the present curriculum. 
Manual training cannot be added as an appendix to 

U6) 



HOW MANUAL TRAINING IS TO BE INTRODUCED. 387 

any other study; it must enter on a plane with thr 
rest. It does not ask admittance as a favor; it d 
mands it as a right. It is suggested that much time 
now wasted could be saved by better methods of 
teaching, that logical puzzles over which so much 
time is now spent be eliminated from arithmetic, that 
spelling be taught in conjunction with writing, and 
history with reading. The time thus saved is to be 
appropriated in about equal parts to drawing and 
constructive work, both together to How manual 
occupy from one-quarter to one-third training is to 
of the pupil's time. Drawing lies at be introduced, 
the basis of all manual training, and is to be taught 
:n every grade as a means of expression of thought, 
only incidentally as an art. The constructive work 
is to be in material adapted to the child's age and 
powers. It is at first in paper and pasteboard, then 
in clay, then in wood, and finally, in the academic 
grades, in metal. These means are, so far as our 
present experience goes, the best ones for the train- 
ing desired. But wider experience and deeper insight 
may alter or improve them at any time, just as our 
readers, our spellers, and our arithmetics have been 
improved. 

The curriculum which includes manual training, 
in addition to meeting the demands of our present 
knowledge of the pupil's mind and its proper train- 
ing, is better suited to prepare the child for life than 
that curriculum which does not include it. The 
school is to lay the foundation for intelligent citizen- 

(17) 



388 MANUAL TRAINING. 

ship, and as the conditions of intelligent citizenship 
change with the advance of civilization, the course 
of study must change in order to adapt itself to these 
new conditions. No one who can read the lessons of 
history will assert that the ideally educated man is 
always the same. Greek education sought beauty, 
mental and physical; monastic education sought 
asceticism and a soul dead to the world; Renais- 
sance education sought classical culture and minute 
acquaintance with the literatures of Greece and Rome; 
modern education has broadened this conception of 
culture until it embraces the modern literatures and 
Manual training natural science; common school edu- 
accords with cation in the United States in these 
modern necessi- closing years of the nineteenth century 
ties. h as broadened its ideal yet further, 

and is now demanding that the pupil be so trained 
that the great, busy life of which he is so soon to 
form a part be not altogether strange to him when he 
enters it. It demands practicality. It demands re- 
ality. It demands that the observation, the judg- 
ment, and the executive faculty be trained at school 
as well as the memory and the reason. Despite the 
fact that the three former are the most important 
faculties that the human mind possesses, it is astound- 
ing how completely they are overlooked in the ordi- 
nary course of study. You will remember that Henry 
George tells of a bright girl, thirteen years of age, 
about to graduate from a grammar school, who had 
no conception that the back-yard of her father's 



THE EFFECT OF TEACHING WORDS ONLY. 389 

homestead was a part of the surface of the earth that 

she had studied about in geography. She knew how 

thick the earth's crust was, she knew how it was 

formed, she could recite by rote a dozen more or less 

important facts concerning it — but she did not know 

it when she saw it. A professor in a normal school 

in an Eastern State lately took occasion to examine 

a new class of students averaging sixteen years of 

age, in order to determine the value of their judgment 

as to distance. I will quote his own report of the 

test. 

"In order to ascertain how well our public school 

course fits pupils for any actual, accurate work in 

life, I asked a class of seventy-four (74) 

in the State Normal School to do about n J 115 * a "f e ° 

-,..-- , the effect of teach- 
the easiest thing that I could think of, - wor ds only. 

viz.; — measure the width of my class- 
room. Our pupils come from all sections of the 
State, city, and country, are all necessarily over 15 
years old, have passed our entrance examination, or 
have finished the prescribed course in the public 
schools and have received a certificate from the 
superintendent. They all used the same yard stick 
as a measuring rod. No directions at all were given, 
the rod was not even called a yard stick; it was 
marked off and numbered in inches, though the word 
inch was not on it. 

"But one student was allowed in the room at a 
time, and all comparison of results was forbidden. 
As soon as the pupil had finished measuring the 

(19) 



390 MANUAL TRAINING. 

room, he wrote his answer on a little slip of paper 
and then dropped it into a locked box kept for the 
purpose. Notwithstanding the fact that the same 
rule was used in every case, the results varied more 
than 300 feet, the lowest answer being 10 ft. 10-3- in.; 
the highest 350 ft.; 36 of the pupils had answers 
within one inch of the true result, which was 31 ft. 1 
in.; 9 of them made errors in the number of times 
they used the rule in crossing the room; 4 of them 
making it 9 instead of 10 times; 4 others calling it 
11 times, while one called it 13 times. At least one 
of the pupils considered an inch a foot; while two 
others thought the whole yard stick but a foot." 

This simply means that these pupils had been 
taught words, not things. They knew that twelve 
inches make a foot and could rattle off the tables 
with surprising glibness. But of what a foot really 
is, they had not the dimmest idea. Manual training 
would correct this by bringing the pupils into con- 
tact with objects. It would so familiarize them with 
objects in all their details and points of interest that 
mistakes like these would be impossible. It would 
have them draw, sew, cut, saw, and plane in order to 
appeal to the faculties now so neglected. The execu- 
tive faculty will be trained by the handling of material 
and the applying it to specific purposes without waste 
or loss of time. The judgment and the faculty of 
careful and accurate observation will be continually 
exercised in the process. 

At certain stages of civilization and national devel- 



HAS THE SCHOOL KEPT PACE WITH CIVILIZATION? 39 r 

opment there is a natural training of the expressive 
or active powers which though desultory, is by no 
means ineffective. I refer to the training which is 
the result of an active, out-of-door life, especially in 
rural districts. The country boy receives this train- 
ing in the hundred and one small occupations about 
the farm, and the old-time mechanic's son obtained it 
in his father's shop. The conditions which once made 
this natural training available for a 

large proportion of the rising genera- the schocl 

. s v K . . . ? , kept pace with 

tion are now altered, and the altera- . ..f .. ? 

tion goes on year by year, with in- 
creasing rapidity. We must bear in mind the growth 
of large cities and our unprecedented commercial and 
industrial development. The specialization of labor 
has destroyed one of the above-mentioned possibili- 
ties, and the growth of great cities is rapidly remov 
ing the other. When our first national census was 
taken in 1790 only 1-30 of our population lived in 
cities having more than 8000 inhabitants, and there 
were only six such cities in the country. At the 
present time we have over 320 such cities, and their 
inhabitants number almost 30 per cent, of our total 
population. This fact has a most important bearing 
on practical life and thus on the public school. We 
must remember also that between 1850 and 1880 our 
manufactured product increased in value 550 per 
cent., and the number of those employed in factories 
increased 325 per cent. This, when interpreted, means 

that indefinitely more people than ever before have to 

(21) 



392 MANUAL TRAINING. 

employ their observation, their judgment and their 
executive faculty, and employ them accurately, in the 
performance of their daily duties. For them, and 
through them, for all of us, the conditions of prac- 
tical life have changed and are changing. Has the 
school responded to the new burdens thus laid upon 
it? The argument for manual training says no, it 
has not. A more comprehensive, a broader, a more 
practical training is necessary. 

There is a further argument for manual training, 
but I have not touched upon it because I desire to 
discuss the subject from a strictly educational stand- 
point and according to the requirements of a rigorous 
pedagogic method. If we permit other than educa- 
tional considerations to enter into the discussion of 
questions purely educational, we may be setting a 
bad precedent. Having premised this, it will not be 
amiss to refer briefly to the social and economic argu- 
ments in favor of manual training. 

It is unquestionable that many of our social troubles 

originate in misunderstandings about labor and in 

false judgments as to what labor really 
Other reasons in j g Th Qri . j takg . frQm the 

favor of manual . , 

training- same misunderstanding that causes the 

average young man to think it more 
honorable to add columns of figures for $3.00 a week 
than to lay bricks for $3.00 a day. Some of us affect 
to despise manual labor. It must be because we do 
not understand it. It must be apparent that if man- 
ual training is accorded its proper place in education, 



OTHER REASONS IN FAVOR OF MANUAL TRAINING. 393 

if we come to see that manual work has in it a valuable 
disciplinary and educational element, our eyes will be 
opened as to its real dignity and men will cease to 
regard it as beneath them and their children. This 
is what I would call the social argument for manual 
training. The economic argument is similar. It 
points out that the vast majority of our public school 
children must earn their living with their hands, and 
therefore if the school can aid them in using their 
hands it is putting just so much bread and butter 
into their mouths. Now I have no sympathy with 
the purely utilitarian conception of the school, with 
what we may call the dollars and cents idea of educa- 
tion. On the contrary I cordially indorse the pung- 
ent aphorism of Dr. Munger: "Education is to teach 
us how to live, not how to make a living." But while 
standing firmly on that platform, I do say that if the 
best and most complete education happens to aid a 
boy in earning his living that is no reason why it 
should be supplanted by something less thorough 
and less complete. 

The movement which would place manual training 
in the school course has commended itself to the 
ablest and most thoughtful educators all over the 
world. I do not recall a single name of the first rank 
that is in opposition. Huxley and Magnus in Eng- 
land, Sluys in Belgium, Breal and Salicis in France, 
Salomon in Sweden, Paulsen and Goetze in Germany, 
Hannak in Austria, Seidel in Switzerland, and Gab- 
rieili and Borgna in Italy, are leading the thought of 

f«3) 



394 MANUAL TRAINING. 

their respective countries on this subject. In Sweden, 
in France, in Germany and in the United States, pro- 
fessional schools for teachers are expounding the 
philosophy of manual training and the methods of 
teaching it, together with their other subjects of in- 
struction. More than two score of the most progres- 
sive cities of this country are placing manual training 
in their public schools as fast as the means at their 
command will permit. Successful private schools in 
New York City, St. Paul, Louisville, and elsewhere 
are doing the same thing. In twenty-five of our 
States and Territories manual training of some kind 
is taught in some manner. No one who saw the 
magnificent exhibit of manual training work at the 
meeting of the National Educational Association at 
Chicago, in 1887, will ever forget it. It marked a 
progress and a thoroughness that were inspiring. 

A movement at once so philosophic and so far- 
reaching as that in favor of manual training, has not 

. , . . come into educational thought since 
Manual training , . ° 

4-u ~,~„«. :«,««,- Comenius burst the bonds of medise- 
the most impor- 
tant educational valism two and a half centuries ago. 
question of the It is the educational question of the 
time. time. Other matters are important as 

affecting administration, organization, methods of 
teaching, and other details — all having to do with 
applications of principle, but the manual training 
movement is a principle itself. As might have been 
predicted, it meets with no little opposition and con- 
siderable misrepresentation. The forces of conser- 

(24) 



MANUAL TRAINING THE MOST IMPORTANT QUESTION. 395 

vatism are arrayed against it as something new; and 
it is doubtless well that it is so, for education is alto- 
gether too important a matter to be swayed by any 
and every crude theory. Any new movement to 
establish itself in education must run a gauntlet of 
opposition and criticism, the safe passage of which is 
a guarantee of excellence. This gauntlet the man- 
ual training movement has successfully run, and it is 
to-day the newest phase of educational thought. In 
the first place it is a deduction from our increasingly 
complete and exact knowledge of mind, and in the 
second place it meets the demands for a more prac- 
tical education made by the conditions of contem- 
porary life. It so happens, and happily, that the 
education which our increased scientific knowledge 
points us to as the best, is more practical, in the best 
sense of that much-abused word, than that which it 
supersedes. 

(25) 



APPENDIX. 



BY THE PUBLISHERS. 



The earnest teacher who has read the foregoing 
argument by Dr. Butler will ask for a practical plan 
of manual training that may be given in the ordinary 
school. The publishers know of nothing better to 
meet this demand than the course devised by Prof. 
Samuel G. Love and employed in the Jamestown (N. 
Y.) schools under his superintendence. It is found 
in Prof. Love's work, " Guide to Manual Training," 
and they select therefrom such portions as seem to 
have a practical bearing on the question. 

SUGGESTIONS TO TEACHERS. 
Supt. Love suggests to teachers as follows : 
It is not necessary to put manual training into all 
the classes at once. One or perhaps two of the classes 
that can be cared for the most conveniently may 
undertake it at first, leaving it to be introduced to 
the others as circumstances may permit. As the dif- 
ficulties in the way of introducing it in the primary 
classes are much less than in others it is well to begin 
with them. 

It should be remembered that elementary manual 
training is quite as important as elementary training 
in reading or numbers. 

(27) 



39$ MANUAL TRAINING. 

In all the primary classes the lessons in manual 
training should be put in the programme for regular 
work as a daily exercise: at all events, so as to come up 
on alternate days. 

The teacher must have some inspiration upon the 
subject; must arouse interest in the class by the con- 
tagion of his own enthusiasm; must himself show 
belief in the work and awaken it in the pupils. 

It is highly essential that the teacher be thoroughly 
acquainted with the specific details of each occupa- 
tion. Preparation must precede teaching in manual 
no less than in mental training. 

CA UTIONS. 

A few cautions should be observed in introducing 
manual training. In the first place, too much should 
not be attempted. The teacher, however ambitious, 
will perhaps have to be satisfied with short time, 
few materials, small classes, and those of the lowest 
grades and inconvenient arrangements. 

He must make the work popular by the power of 
his own interest in it. He must make it so attractive 
that the children will like it and like books because 
of its indirect influence. 

He must be economical, using such materials as re- 
quire small expenditure of money, such as may be 
used and reused. However cheaply or easily the mate- 
rial may have been secured, he must remember that 
nothing will justify extravagance or wastefulness in 
its use. 

(*8) 



APPENDIX. 399 

He must use tact and wisdom in introducing, con- 
ducting, and enlarging the work. A natural appetite 
is often spoiled by overfeeding. The work must be 
needed and asked for, and the pupil stimulated to the 
best exertion of which he is capable, by a knowledge 
of something beyond, worth striving for, and which 
honest striving will obtain. 

Attempt little, and be satisfied at first with simple 
work and modest results. 

Allow any pupil to take home with her any satisfac- 
tory piece of work which she has completed. 

The active co-operation of patrons cannot be ex- 
pected unless they have some knowledge of the en- 
terprise, its object, its working, and its results. 

THE PRIMARY CLASS.-FIRST YEAR. 

Blocks.— In the primary class the materials first 
to be used will be the blocks. For a class of 15 pupils, 
75 cubes, and 50 half-cubes and 50 oblongs, will be 
required. 

Straws.— There should be 15 of each length for 

each pupil. 

Beads.— An ounce of beads for each pupil of as- 
sorted kinds will be needed for each pupil. 

Colors. — For learning colors small exertion and 
no expense with large interest will procure an abun- 
dance of materials. 

Tablets.— The four kinds mentioned are the 
square, oblong, equilateral triangle and isosceles 

(29) 



400 MANUAL TRAINING. 

triangle. 50 of each kind will be required for a class 
of 15 pupils. 

Paper. — The materials for paper-folding will not 
make much expense. 

SECOND YEAR. 

Second-year Occupations. — In the second year, 
stick-laying, picture-cutting, scrap-book making, 
spool-work, paper embroidery and braiding, are in- 
troduced. The amount of materia] depends on the 
number of pupils to receive benefits therefrom, and 
must be decided by the judgment of the instructor. 



THIRD YEAR. 



Third-year Occupations. — In the third year, per- 
forated card-board embroidery, slat-plaiting, and mat- 
weaving are adopted. 

FOURTH YEAR. 

Fourth-year Occupations. — In the fourth year, 
slat-plaiting (advanced), crocheting (chain-stitch), 
paper-folding (advanced), and perforated card- board 
embroidery (advanced) are adopted. 

FIFTH YEAR. 

Fifth-year Occupations.— In the fifth year the 
following occupations are adopted: sewing over and 
over, crocheting, paper-folding, and mounting. 

(30) 



Ai'i-'K.\L>1\. 40I. 

SIXTH YEAR. 

Sixth-year Occupations.— For this year the fol- 
lowing are well adopted: hemming, pease- work, 
knitting, paper-flower making. 

GRAMMAR-SCHOOL WORK FOR GIRLS. 

In the grammar-school a class of girls for manual 
work should not contain more than seven members. 

First Year. — The occupations for the first year 
are classed under plain sewing, viz., sewing over 
and over, running, hemming, stitching, overcasting, 
ana gathering For this work, to supply a class of 
se?en pupils, six or eight yards each of bleached and 
unbleached muslin. A few yards of calico may be 
added if desired. Add a dozen spools of white thread, 
Nos. 40, 50, and 60, and a half-dozen papers of good 
needles, No. 8; a convenient pasteboard box for each 
member of the class, a dozen cheap thimbles, a paper 
of good pins, several pairs of shears and scissors, 
some pieces of beeswax, and a tape measure. 

Second and Third Years. — The occupations for 
girls in the second and third years of the grammar- 
school are knitting, crocheting, patching, darning, and 
making button-holes. A crochet-hook and set of 
good knitting-needles will be required for each pupil. 

Also, type-setting and printing. 

GRAMMAR-SCHOOL WORK FOR BOYS. 

Room. — The bench may be set up in the school- 
house, to be used after school, if there is room; but a 

(3D . 



4Q2 MANUAL TRAINING. 

neat little cottage may be put up at small expense on 
the school grounds. To do the work that is planned 
above, a room must be had. 

A Bench. — A bench may be made by placing a 
plank fifteen to twenty inches wide on two wooden 
horses: this can be taken down in a moment and laid 
aside. This is called a " knock-down" bench. 

The Tools. — There will be a need for hammers, 
nail sets, rules, squares, try-squares, thumb-gauges, 
straight-edge poles, knives, scratch-awls, chalk, and 
lines and saws. 

Materials. — A few pieces of planed pine and hem- 
lock, and three sizes of nails, 4/s, 6's, and 8's, will be 
needed. One side of both the sewing-room and 
shop should be fitted up with pigeon-holes 12X11 
inches and 15 inches deep, in which each pupil may 
place her or his work when about to leave the room. 

Cautions. — Every piece of work completed by the 
pupil should be submitted to the instructor and ac- 
cepted before another is taken in hand. 

Do not undertake too many kinds of work; master 
each kind before taking up the next. 

The pupil must be encouraged to make original 
devices. 

COURSE OF STUDY IN MANUAL TRAINING. 

[In this course of study the year is supposed to be 
divided into three terms. The pupils are supposed 
to spend six years in the primary classes and three 
years in the advanced (Grammar) classes. In the 

(32) 



APPENDIX. 403 

manual training it will be noticed that drawing, 
penmanship, and gymnastics are included.] 

PRIMARY DEPARTMENT.— FIRST YEAR. 

Penmanship, drawing, gymnastics, block-building, 
straw-stringing, stringing beads and learning colors, 
tablet-laying and paper-folding. 

SECOND YEAR. 

Penmanship, drawing, gymnastics, stick-laying, 
picture-cutting, scrap-books, spool-work, paper-em- 
broidery, and braiding. 

THIRD YEAR. 

Penmanship, drawing, gymnastics, perforated card 
board embroidery, slat-plaiting, mat- weaving. 

FOURTH YEAR. 

Penmanship, drawing, gymnastics, slat-plaiting, 
advanced crocheting, chain-stitch, paper-folding. 

FIFTH YEAR. 

Penmanship, drawing, gymnastics, sewing over and 
over, crocheting, paper-folding, and mounting. 

SIXTH YEAR. 

Penmanship, drawing, gymnastics, hemming, pease- 
work knitting, paper-flower making. 

(33) 



464 MANUAL TRAINING. 

GRAMMAR-SCHOOL—SEVENTH YEAR, 

For Boys. — Use of hammer, saw and plane, chisel 
and auger. 

For Girls. — Plain sewing, running, gathering, 
stitching, overcasting, and hemming. 

For Boys and Girls. — Penmanship, drawing, and 
gymnastics ; to set up type, also to distribute it. 

EIGHTH YEAR. 

For Boys. — Lessons in construction with tools. 

For Girls. — Lessons in crocheting and knitting. 

For Boys and Girls. — Penmanship, drawing, and 
gymnastics; to set up type; correct proofs; make 
up forms. 

NINTH YEAR. 

For Boys. — Lessons with tools, mitering, dove- 
tailing, doweling, etc. 

For Girls. — Knitting, mending, patching, darn- 
ing, etc. 

For Boys and Girls. — Penmanship, drawing, and 
gymnastics, setting up type, printing, etc. 

Full details of the lessons in the above course will be found in 
the " Guide to Manual Training," by Prof. S. G. Love, published ^ 
by E. L. Kellogg & Co., New York City. 

Manual training was begun in the Jamestown Union 
School in 1874, and it has steadily made progress 
there, meeting with the approval of the citizens, until 
in January, 1887, all of the pupils of the primary classes 
(about 1400 in number) receive lessons three or four 

(34) 



APPENDIX. 405 

times a week at least in some form of manual training. 

125 girls and 65 boys receive lessons in the sewing- 
room or shop twice or three times each week. 

20 boys and girls set type one hour four days of 
the week. 

The people of Jamestown, judging from the action 
of the Knights of Labor (numbering 1000 or more), 
and the Board of Education, cordially approve of the 
introduction of manual training into the schools. 

It seems to be clear that the general course of study is 
the same as in other schools, and that the introduction 
of manual training has not diminished the general 
scholarship of the pupils; on the contrary, the scholar- 
ship is reported to have been improved. 

A few plates, representing the work of pupils in 
stick-laying and paper-embroidery, are given, 

(35) 



108 



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SEND ALL ORDERS TO 

E. L. KELLOGG & CO., NEW YORK AND CHICAGO. 



NEW BOOKS 



TO be published by us in the fall of 1888. Copies of any of 
these books will be sent post-paid, if ordered before Sept. 
1, for two-thirds the retail price and delivered at once on issue. 

Welch's Talks on Psychology. 

Cloth, lGmo, about 130 pp. Price, 50 cents. Ready August 1. 
Welch's Teachers' Psychology. 

Cloth, 16mo, about 325 pp. Price, $1.25. Ready about September 1. 

Both these are by A. S. Welch, President of the Agricultural College, 
at Ames, Iowa. We predict for them great popularity. 

Gardner's Town and Country School Buildings. 

Cloth, quarto, about 180 pp. Price, $2.00. Ready September 1. 

By the veteran architect and writer, Mr. E. C. Gardner, of Springfield. 
Mass. Contains about 25 designs of school-houses of all grades, but 
especially of country school-houses, in all about 100 illustrations, floor 
plans, etc. Send for circular containing full description, etc. 

Southwick's Quiz Book on Theory and Practice of Teaching. 

Cloth, 12mo, about 200 pp. Price, 75 cents. 

Mr. Southwick is well known as unexcelled in, asking and answering 
questions. This is not only the cheapest, but the authorized copyright 
edition. 
Shaw and Donndl's School Devices 

A new edition, revised and enlarged by 100 pages of entirely new 
material. Price, $1.25 ; to teachers, $1.00 ; by mail, 9 cents extra. Nearly 
ready. 

Dewey's How to Teach Manners in the School Room. 

Cloth, 16mo, 100 pp. Price, 50 cents. By Mrs. J. M. Dewey, of the 
Normal School at Rutland, Vt. 

Allen's Short History of Education. 

Cloth, 16mo, about 180 pp. Price, 75 cents. By Dr. Jerome Allen, 
Associate Editor of the Journal and Institute ; author of " Mind 
Studies for Young Teachers." 

Ballard's Physical Education. 

By W. J. Ballard, Jamaica, L. I. 

A concise manual of gymnastics for country schools, fully illustrated. 
Cloth, 16mo, 100 pp. Price, 50 cents. 

Busy Work Cards. Series I. 

A set of 12 cards, each containing a short lesson in language, writing, 
arithmetic, drawing, etc.. for employing children when nor, reciting. 
Ready September 1. In neat envelope. Title copyrighted. 

TEACHERS' MANUALS SERIES. 

7. Huntington's Unconscious Tuition. 

8. Hughes' How to Keep Order. 

An entirely new and original work, by the author of "Mistakes in 
Teaching." 

9. Quick's How to Train the Memory. 

Revised and rewritten by the author of " Educational Reformers.' 1 

10. Hoffmann's Kindergarten Gifts. 
Paper. 16mo, about 50 pp. each. Price, 15 cents each, 



HELPS FOR TEACHERS. 




[UR well known aud popular periodicals for teachers are: 

The School Journal. 

WEEKLY: $2.50 A YEAR. 

The Teachers' Institute 

AND PRACTICAL TEACHER. 

MONTHLY; $1.25 A YEAR. 

AMOS M. KELLOGG and JEROME ALLEN, Editors. 



The object of these papers is to lift the work of teaching out of me- 
chanical routinisra, and make the very name of our profession synony- 
mous with intelligence and hon ,v. In doing- this work they have been re- 
markably successful. The following have been among leading features : 
DISCUSSION OF FOUNDATION PRINCIPLES, 
THE BEST METHODS OF TEACHING, 

THE ADVANCEMENT OF THE TEACHER. 
Articles on the following- subjects are constantly appearing : 

1 . Methods of Teaching. These will be transcripts or pen 
pictures of actual lessons ; not lessons written out by some theorist ; the 
best normal schools will be visited, as heretofore, for this purpose. 

2. Mind Study. This class of articles will be a great practical 
service. They will discuss just tae qu?stions that thousands are anx- 
iously asking to know, such as: the cultivation of Memory, Reasoning, 
Attention, Imagination, etc. 

3. Practical Lessons on Teaching Reading, Arithme- 
tic, Drawing, Geography, Spelling, Etc. These will be of 
prime importance ; few can yet teach Reading properly. 

4. Courses of Study. The bottom ou this subject is by no 
means reached. 

5. Right Methods for Young Children. The Kinder- 
garten, the Primary Class. The younger the child the more 
need of skill. 

6. School Government. Helpful Suggestions on " How to 
Manage a School," will be j.iven. The papers have ever been strong on 
this point. 

7. Reproduction Exercises. Proper material will be fur- 
nished for the pupils to restate in their own language. 

8. Memorial Days. The birthdays of famous men will be antic- 
ipated, and materials furnished for celebrating them. 

9. The Reading Circle. This new departure now coming into 
promineDce will receive much attention. 

1 O. Editorials. The editors (men of large experience and special 
fitness) will take a prominent part in every number. The steady inten- 
tion of the papers is to make an honest investigation to find the truth, 
and infuse courage to apply it when found. 

The above outline is but a part of the work the Journal and InSti- 
tutr are doing. Sample copy free. Address, for free samples, 

E. L. Kellogg & Co., Ed. Pubs., 25 Clinton PL, N. Y, 



Books for Teachers, 



INDUSTRIAL 
EDUCATION; 



Laves Industrial Education. 

Industrial Education ; a guide to Manual Training. By 
Samuel G. Love, principal of the Jamestown, (N. Y.) 
public schools. Cloth, 12mo, 330 pp. with 40 full-page 
plates containing nearly 400 figures. Price, $1.75 ; to 
teachers, $1.40 ; by mail, 12 cents extra. 
1. Industrial Education not understood. Probably the only 
man who has wrought out the problem in a practical way is 

^ Samuel G. Love, the superin- 
tendent of the Jamestown (N. 
Y.) schools. Mr. Love has now 
about 2,400 children in the 
primary, advanced, and high 
schools under his charge ; he 
is assisted by fifty teacheis, so 
that an admirable opportunity 
was offered. In 1S74 (about 
fourteen years ago) Mr. Love 
began his experiment ; gradu- 
ally he introduced one occu- 
pation, and then another, ujitil 
at last nearly ail the pupils are 
following some form of educat- 
ing work. 

2. Why it is demanded. The 
reasons for introducing it are 
clearly stated by Mr. Love. It 
was done because the educa- 
tion of the books left the pu- 
pils unfitted to meet the prac- 
tical problems the world asks them to solve. The world does 
not have a field ready for the student in book-lore. The state- 
ments of Mr. Love should be carefully read. 

3. It is an educational book. Any one can give some 
formal work to girls and boys. "What has been needed has 
been some one who could find out what is suited to the little 
child who is in the " First Reader," to the one who is in the 
"Second Reader," and so on. It must be remembered the 
effort is not to make carpenters, and type-setters, and dress- 
makers of boys and girls, but to educate them by these occupa- 
tions better than without them. 




=LOVE= 



SEND ALL ORDERS TO 

2 E. L. KELLOGG & CO.. NEW YORK & CHICAGO. 

4. It tells the teacher just what to do. Every teacher should 
put some form of Manual Training into his school. At pres- 
ent the only ones are Gymnastics, Writing, and Drawing. 
But there are, it is estimated, more than thirty forms of 
Industrial Work that may be made educative. The teacher 
who studies this book will want to try some of these forms. 
He will find light on the subject. 

5. It must be noted that a demand now exists for men and 
women to give Industrial Training. Those teachers who f\re 
wise will begin now to study this important subject. The 
city of New York has decided to introduce it into its schools, 
where 140,000 pupils are gathered. It is a mighty undertak- 
ing, but it will succeed. The people see the need of a differ- 
ent education than that given by the books. Book education 
is faulty, partial, incomplete. But where are the men and 
women to come from who can give instruction ? Those who 
read this book and set to work to introduce its methods into 
their schools will be fitting themselves for higher positions. 

The Lutheran Observer says :— " This volume on Manual Teaching- 
ought to be speedily introduced into all the public schools. It is aamir- 
ably adapted for its purpose and we recommend it to teachers every- 
where." 

The Nashville American says :— " This is a practical volume. It 
embodies the results of many years of trial in a search after those 
occupations that will educate in the true sense of the word. It is not a 
work dealing in theories or abstractions, but in methods and details, 
such as will help the teacher or parent selecting occupations for chil- 
dren." 

West Virginia School Journal.— "It shows what can be done by a 
resolute and spirited teacher." 

Burlington Free Press.— "An excellent hand book." 

Prin. Sherman Williams, Glens Falls, N. T.— "I am sure it will 
greatly aid the solution of this difficult problem." 

Prof. Edward Brooks, Late Principal Millersburg, (Pa.) Normal 
School.—" It is a much needed work ; is the best book I have seen." 

Supt. S. T. Dutton, New Haven— "The book is proof that some 

? Tactical results have been reached and is full of promise for the 
uture. 

Supt. John E. Bodley, Minneapolis.—" I know of no one more com- 
petent to tell other superintendents and teachers how to introduce Man- 
ual Training than Prof. Love." 

Oil City Blizzard.—" The system he has marked out must be a good 
one, or he would never have allowed it to go out." 

Buffalo Times.—" Teachers are looking into this subject and this will 
help them." 

Boston Advertiser.— " A plain unvarnished explanation." 

Jamestown, N. Y. Evening Journal- "In the hands of an intelligent 
teacher cannot fail to yield satisfactory results." 



SEND ALL ORDERS TO 

E. L. KELLOGG & CO., NEW YORK <& CHICAGO. 



Seeley s Grube s Method of Teaching 

ARITHMETIC. Explained and illustrated. Also the im- 
provements on the method made by the followers of 
Grube in Germany. By Levi Seeley, Ph.D. Cloth, 
176 pp. Price, $1.00; to teachers 80 cents; by mail, 
7 cents extra. 

1. It is a Philosophical 
Work. — This book has a sound 
philosophical basis. The child 
does not (as most teachers seem 
to think) learn addition, then 
subtraction, then multiplica- 
tion, then division; he learns 
these processes together. Grube 
saw this, and founded his sys- 
tem on this fact. 

2. It Follows Nature's 
Plan. — Grube proceeds to de- 
velop (so to speak) the method 
by which the child actually be- 
comes (if he ever does) ac- 
quainted with 1,2, 3, 4, 5, etc. 
This is not done, as some sup- 
pose, by writing them on a 
slate. Nature has her method : 
she begins with things; after 

handling two things in certain ways, the idea of two is ob- 
tained, and so of other numbers. The chief value of this 
book then consists in showing what may be termed the way 
nature teaches the child number. 

3. It is Valuable to Primary Teachers.— It begins and 
shows how the child can be tanght 1, then 2, then 3, &c. 
Hence it is a work especially valuable for the primary teacher. 
It gives much space to showing how the numbers up to 10 are 
taught; for if this be correctly done, the pupil will almost 
teach himself the rest. 

4. It Can Be Used in Advanced Grades.— It discusses 
methods of teaching fractions, percentage, etc., so that it is a 
work valuable for all classes of teachers. 

5. It Guides the Teacher's Work.— It shows, for exam- 
ple, what the teacher can appropriately do the first year, what 
the second, the third, and the fourth. More than this, it sug- 
gests work for the teacher she would otherwise omit. 

Taking it altogether, it is the best work on teaching num- 
ber ever published. It is very handsomely printed and bound. 




DR. LEVI SEELEY. 



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E. L. KELLOGG & CO., NEW YORK <& CHICAGO. 2 

Curries Early Education. 

" The Principles and Practice of Early and Infant School 
Education." By James Currie, A. M., Prin. Church of 
Scotland Training College, Edinburgh. Author of 
" Common School Education," etc. With an introduction 
by Clarence E. Meleney, A. M., Supt. Schools, Paterson, 
N. J. Bound in blue cloth, gold, 16mo, 290 pp. Price, 
$1.25 ; to teachers, $ioo ; by mail, 8 cents extra. 

WHY THIS BOOK IS VALUABLE. 

1. Pestalozzi gave New England its educational supremacy. 
The Pestalozzian wave struck this country more than forty 

years ago, and produced a mighty shock. It set New Eng- 
land to thinking. Horace Mann became eloquent to help on 
the change, and went up and down Massachusetts, urging in 
earnest tones the change proposed by the Swiss educator. 
What gave New England its educational supremacy was its 
reception of Pestalozzi's doctrines. Page, Philbrick, Barnard 
were all his disciples. 

2. It is the work of one of the best expounders of Pes- 
talozzi. 

Forty years ago there was an upheaval in education. Pes- 
talozzi's words were acting like yeast upon educators ; thou- 
sands had been to visit his schools at Yverdun, and on their 
return to their own lands had reported the wonderful scenes 
they had witnessed. Rev. James Currie comprehended the 
movement, and sought to introduce it. Grasping the ideas of 
this great teacher, he spread them in Scotland ; but that 
country was not elastic and receptive. Still, Mr. Currie's 
presentation of them wrought a great change, and he is to be 
reckoned as the most powerful exponent of the new ideas in 
Scotland. Hence this book, which contains them, must be 
considered as a treasure by the educator. 

3. This volume is really a Manual of Principles of Teaching. 
It exhibits enough of the principles to make the teacher 

intelligent in her practice. Most manuals give details, but no 
foimdation principles. The first part lays a psychological 
basis — the only one there is for the teacher ; and this is done 
in a simple and concise way. He declares emphatically that 
teaching cannot be learned empirically. That is, that one can- 
not watch a teacher and see how he does it, and then, imitat- 
ing, claim to be a teacher. The principles must be learned. 

4. It is a Manual of Practice in Teaching. 



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It discusses the subjects of Number, Object Lessons, Color, 
Form, Geography, Singing, and Reading in a most intelligent 
manner. There is a world of valuable suggestions here for 
the teacher. 

5. It points out the characteristics of Lesson-Giving — or 
Good Teaching. 

The language of the teacher, the tone of voice, the question- 
ing needed, the sympathy with the class, the cheerfulness 
needed, the patience, the self-possession, the animation, the 
decorum, the discipline, are all discussed, This latter term is 
defined, and it needs to be, for most teachers use it to cover 
all reasons for doing — it is for " discipline" they do every- 
thing. 

6. It discusses the motives to be used in teaching. 

Any one who can throw light here will be listened to ; Mr. 
Currie has done this admirably. He puts (1) Activity, (2) 
Love, (3) Social Relation, as the three main motives. Rewards 
and Punishments, Bribeiy, etc., are here well treated. The 
author was evidently a man " ahead of his times ;" every- 
where we see the spirit of a humane nian ; he is a lover of 
children, a student of childhood, a deep thinker on subjects 
that seem very easy to the pretentious pedagogue. 

7. The book has an admirable introduction, 

By Supt. Meleney, of Paterson, N. J., a disciple of the New 
Education, and one of the most promising of the new style of 
educators that are coming to the front in these days. Taking 
it all together, it is a volume that well deserves wonderful 
popularity. 

Adopted by the Chautauqua Teachers' Reading Union. 

Philadelphia Teacher.—" It is a volume that every primary teacher 
should study." 

Boston Common School Education.—" It will prove a great boon to 
thousands of earnest teachers." 

Virginia Educational Journal.—" Mr. Currie has long been esteemed 
by educators." 

Central School Journal.— " Books like this cannot but hasten the 
day for a better valuation of childhood." 

North Carolina School Teacher.— "An interesting and timely book." 



FOR READING CIRCLES. 

" Payne's Lectures" is pre-eminently the book for Reading- 
Circles. It has already been adopted by the New York, Ohio, 
Philadelphia, New Jersey, Illinois, Colorado, and Chautauqua 
Circles, besides many in counties and cities. Remember that 
our edition is far superior to any other published* 



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Shaws Rational Question Book. 

" The National Question Book." A graded course of study 
for those preparing to teach. By Edward R. Shaw, Prin- 
cipal of the High School, Yonkers, N. Y.; author of 
" School Devices," etc. Bound in durable English buckram 
cloth, with beautiful side-stamp. 12mo, 350 pp. Price, 
$1.50 ; net to teachers, postpaid. 

This work contains 6,000 Questions and Answers on 22 
Different Branches of Study. 

ITS DISTINGUISHING FEATURES. 

1. It aims to make the teacher a better teacher. 

"How to Make Teaching a Profession" has challenged the 
attention of the wisest teacher. It is plain that to accomplish 
this the teacher must pass from the stage of a knowledge of 
the rudiments, to the stage of somewhat extensive acquire- 
ment. There are steps in this movement ; if a teacher will 
take the first and see what the next is, he will probably go on 
to the next, and so on. One of the reasons why there has 
been no movement forward by those who have made this first 
step, is that there was nothing marked out as a second step. 

2. This book will show the teacher how to go forward. 

In the preface the course of 

study usually pursued in our 
best "normal schools is given. 
This proposes four grades ; 
third, second, first, and profes- 
sional. Then, questions are 
given appropriate for each of 
these grades. Answers follow 
each section. A teacher will 
use the book somewhat as fol- 
lows : — If he is in the third 
grade he will put the questions 
found in this book concerning 
numbers, geography, history, 
grammar, orthography, and 
theory and practice of teaching 
to himself and get out the 
answer. Having done this he 
will go on to the other grades 
in a similar manner. In this 
way he will know as to his fit- 
ness to pass an examination for 




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these grades. The selection of questions is a good one. 

3. It proposes questions concerning teaching itself. 

The need of studying the Art of Teaching is becoming more 
and more apparent. There are questions that ^'ill prove very 
suggestive and valuable on the Theory and Practice of Educa- 
tion. 

4. It is a general review of the common school and higher 
studies. 

Each department of questions is followed by department of 
answers on same subject, each question being numbered, and 
answer having corresponding number. 

Arithmetic, 3d grade. English Literature, 1st grade. 

Geography, 2d and 3d grade. Natural Philosophy, " 

U. S. History, 2d and 3d grade. Algebra, professional grade. 

Grammar, 1st, 2d, and 3d grade. General History, profess, grade. 

Orthography and Orthoepy,3d grade. Geometry, " " 

Theory and Practice of Teaching, Latin, " " 

1st, 2d, and 3d grade. Zoology, " " 

Rhetoric and Composition, 2d grade, Astronomy, " " 

Physiology, 1st and 2d grade. Botany, " " 

Bookkeeping, 1st and 2d grade. Physics. " " 

Civil Government, 1st and 2d grade. Chemistry, " " 

Physical Geography, 1st grade. Geology, " " 

5. It is carefully graded into grades corresponding to those 
into which teachers are usually classed. 

It is important for a teacher to know what are appropriate 
questions to ask a third grade teacher, for example. Exam- 
iners of teachers, too, need to know what are appropriate 
questions. In fact, to put the examination of the teacher into 
a proper system is most important. 

6. Again, this book broadens the field, and will advance 
education. The second grade teacher, for example, is exam- 
ined in rhetoric and composition, physiology, book-keeping, 
and civil government, subjects usually omitted. The teacher 
who follows this book faithfully will become as near as possi- 
ble a normal school graduate. It is really a contribution to 
pedagogic progress. It points out to the teacher a road to 
professional fitness. 

7. It is a useful reference work for every teacher and priv- 
ate library. 

Every teacher needs a book to turn to for questions, for 
example, a history class. Time is precious ; he gives a pupil 
the book saying, " Write five of those questions on the black- 
board ; the class may bring in answers to-morrow." A book, 



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Taynes Lectures on the Science and 

Art of Education. Reading Circle Edition. By Joseph 
Payne, the first Professor of the Science and Art of Edu- 
cation in the College of Preceptors, London, England. 
With portrait. 16mo, 350 pp., English cloth, with gold 
back stamp. Price, $1.00 ; to teachers, 80 cents ; by mail, 
7 cents extra, Elegant new edition from new plates. 

Teachers who are seeking to 
know the principles of education 
will find them clearly set forth in 
this volume. It must be remem- 
bered that principles are the basis 
upon which all methods of teach- 
ing must be founded. So valu- 
able is this book that if a teacher 
were to decide to own but three 
works on education, this would 
be one of them. This edition 
contains all of Mr. Payne's writ- 
ings that are in any other Ameri- 
can abridged edition, and is the 
only one with his portrait. It is 
far superior to any other edition 
published. 
Joseph Payne. 

WHY THIS EDITION IS THE BEST. 
(1.) The side-titles. These give the contents of the page. 
(2.) The analysis of each lecture, with reference to the educa- 
tional points in it. (3.) The general analysis pointing out the 
three great principles found at the beginning. (4.) The index, 
where, under such heads as Teaching, Education, The Child, 
the important utterances of Mr. Payne are set forth. (5.) 
Its handy shape, large type, fine paper, and press-work and 
tasteful binding. All of these features make this a most val- 
uable book. To obtain all these features in one edition, it 
was found necessary to get out this new edition. 

Ohio Educational Monthly.— "It does not deal with shadowy theories : 
it is intensely practical." 

Philadelphia Educational News- -" Ought to be hi library of every 
progressive teacher." 

Educational Courant.— " To know how to teach, more v needed than 
a knowledge of the branches taught. This is especially valuable." 

Pennsylvania Journal of Education.—" Will be of practical value to 
Normal Schools and Institutes." 




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E. L. KELLOGG & CO., NEW YORK & CHICAGO. 11 

Shaw and 'DonneWs School ^Devices. 

" School Devices." A book of ways and suggestions for 
teachers. By Edward R. Shaw and Webb Donnell, of the 
High School at Yonkers, N. Y. Illustrated. Dark-blue 
cloth binding, gold, 16mo, 224 pp. Price, $1.25 ; to teach- 
ers, $1.00 ; by mail, 9 cents extra. 
VWA BOOK OF "WAYS" FOR TEACHERS.^ 
Teaching is an art ; there are " ways to do it." This book 
Is made to point out " ways," and to help by suggestions. 

1. It gives " ways " for teaching Language, Grammar, Read- 
ing, Spelling, Geography, etc. These are in many cases 
novel ; they are designed to help attract the attention of the 
pupil. 

2. The " ways" given are not the questionable " ways" so 
often seen practiced in school-rooms, but are in accord with 
the spirit of modern educational ideas. 

3. This book will afford practical assistance to teachers who 
wish to keep their work from degenerating into mere routine. 
It gives them, in convenient form for constant use at the 
desk, a multitude of new ways in which to present old truths. 
The great enemy of the teacher is want of interest. Their 
methods do not attract attention. There is no teaching 
unless there is attention. The teacher is too apt to think 
there is but one "way "of teaching spelling; he thus falls 
into a rut. Now there are many "ways" of teaching spell- 
ing, and some " ways " are better than others. Variety must 
exist in the school-room ; the authors of this volume deserve 
the thanks of the teachers for pointing out methods of obtain- 
ing variety without sacrificing the great end sought — scholar- 
ship. New "ways" induce greater effort, and renewal of 
activity. 

4. The book gives the result of large actual experience in 
the school-room, and will meet the needs of thousands of 
teachers, by placing at their command that for which visits 
to other schools are made, institutes and associations 
attended, viz., new ideas and fresh and forceful ways of 
teaching. The devices given under Drawing and Physiology 
are of an eminently practical nature, and cannot fail "to 
invest these subjects with new interest. The attempt has 
been made to present only devices of a practical character. 

5. The book suggests " ways " to make teaching effective ; it 
is not simply a book of new " ways," but of " ways'" that will 
produce good results. 



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Parkers Talks on Teaching. 

Notes of "Talks on Teaching" given by Col. Francis W. 
Parker (formerly Superintendent of schools of Quincy, 
Mass.), before the Martha's Vineyard Institute, Summer 
of 1882. Reported by Lelia E. Patridge. Square 16mo, 
5x6 1-2 inches, 192 pp., laid paper, English cloth. Price, 
$1.25 ; to teachers, $1.00 ; by mail, 9 cents extra. 
The methods of teaching employed in the schools of Quincy, 
Mass. , were seen to be the methods of nature. As they were 
copied and explained, they awoke a great desire on the part 
of those who could not visit the schools to know the underly- 
ing principles. In other words, Colonel Parker was asked to 
explain why he had his teachers teach thus. In the summer 
of 1882, in response to requests, Colonel Parker gave a course 
of lectures before the Martha's Vineyard Institute, and these 
were reported by Miss Patridge, and published in this book. 

The book became famous ; 
more copies were sold of it in 
the same time than of any 
other educational book what- 
ever. The daily papers, which 
usually pass by such books 
with a mere mention, devoted 
columns to reviews of it. 

The following points will 
show why the teacher will 
want this book. 

1. It explains the " New 
Methods." There is a wide 
gulf between the new and the 
old education. Even school 
boards imderstand this. 

2. It gives the underlying 
principles of education. For it 

must be remembered that Col. Parker is not expounding his 
methods, but the methods of nature. 

3. It gives the ideas of a man who is evidently an " educa- 
tional genius," a man born to understand and expound educa- 
tion, we have few such ; they are worth everything to the 
human race. 

4. It gives a biography of Col. Parker. This will help the 
teacher of education to comprehend the man and his motives. 

5. It has been adopted by nearly every State Reading Circle. 




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^Patridge s " Quincy {Methods," 

The " Quincy Methods," illustrated ; Pen photographs from 
the Quincy schools. By Lelia E. Patridge. Illustrated 
with a number of engravings, and two colored plates. 
Blue cloth, gilt, 12mo, 686 pp. Price, $1.75 ; to teachers, 
$1.40 ; by mail, 13 cents extra. 
When the schools of Quincy, Mass., became so famous 
under the superintendence of Col. Francis W. Parker, thou- 
sands of teachers visited them. Quincy became a sort of 
" educational Mecca," to the disgust of the routinists, whose 
schools were passed by. Those who went to study the 
methods pursued there were called on to tell what they had 
seen. Miss Patridge was one of those who visited the schools 
of Quincy ; in the Pennsylvania Institutes (many of which 
she conducted), she found the teachers were never tired of 
being told how things were done in Quincy. She revisited 
the schools several times, and wrote down what she saw ; then 
the book was made. 

1. This book presents the actual practice in the schools of 
Quincy. It is composed of " pen photographs." 

2. It gives abundant reasons for the great stir produced by 
the two words " Quincy Methods." There are reasons for the 
discussion that has been going on among the teachers of late 
years. 

3. It gives an insight to principles underlying real educa- 
tion as distinguished from book learning. 

4. It shows the teacher not only what to do, but gives the 
way in which to do it. 

5. It impresses one with the spirit of the Quincy schools. 

6. It shows the teacher how to create an atmosphere of hap- 
piness, of busy work, and of progress. 

7. It shows the teacher how not to waste her time in worry- 
ing over disorder. 

8. It tells how to treat pupils with courtesy, and get cour- 
tesy back again. 

9. It presents four years of work, considering Number, 
Color, Direction, Dimension, Botany, Minerals, Form, Lan- 
guage, Writing, Pictures, Modelling, Drawing, Singing, 
Geography, Zoology, etc. , etc. 

10. There are 686 pages; a large book devoted to the realities 
of school life, in realistic descriptive language. It is plain, 
real, not abstruse and uninteresting. 

11. It gives an insight into real education, the education 
urged by Pestalozzi, Frcebel, Mann, Page, Parker, etc. 



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Tate's ^Philosophy of Education, 

The Philosophy of Education. By T. Tate. Revised and 
Annotated by E. E. Sheib, Ph.D., Principal of the Louis- 
iana State Normal School. Unique cloth binding, laid 
paper, 831 pp. Price, $1.50 ; to teachers, $1.20 ; by mail, 7 
cents extra. 
There are few books that deal with the Science of Educa- 
tion. This volume is the work of a man who said there were 
great principles at the bottom of the work of the despised 
schoolmaster. It has set many a teacher to thinking, and in 
its new form will set many more. 

Our edition will be found far superior to any other in every 
respect. The annotations of Mr. Sheib are invaluable. The 
more important part of the book are emphasized by leading 
the type/ The type is clear, the size convenient, and print- 
ing, paper, and binding are most excellent. 

Mr, Philbrickso long superintendent of the Boston schools hold this 
work in high esteem. 

Col. F. W. Parker strongly recommends it. 

Jos. MaeAlister, Supt. Public Schools, Philadelphia, says :— " It is one 
of the first books which a teacher deserves of understanding the scien- 
tific principles on which his work rests should study." 

S. A. Ellis, Supt, of Schools, Rochester N. Y. says :— " As a pointed and 
judicious statement of principles it has no superior." 

Thos. M. Balliet, Supt, of Schools v Reading. Pa., says :— " The work 
is a classic on Education." 

J. M. Greenwood, Supt. Schools, Kansas City, says :—" I wish every 
teacher of our country owned a copy and would read it carefully and 
thoughtfully." 

Prest. E. A. Sheldon, Oswego Normal Schools, says :— " For more 
than 20 years it has been our text-book in this subject and I know of no 
other book so good for the purpose." 

Bridgeport Standard.—" A new generation of thinkers will welcome 
it ; it has long held the first place in the field of labor which it illus- 
trates." 

S. W. Journal of Education.— "It deals with fundamental principles 
and shows how the best educational practice comes from them." 

The Interior.—" The book has long been held in high esteem by 
thou ghtrul teachers." 

Popular Educator.— " Ha3 long held a high place among educational 
vorks." 

Illinois School Journal— "It abounds in good things." 

Philadelphia Eecord.— " Has been ranked among educational classics 
for more than a quarter of a century." 

Educational News.—" Tate was the first to give us the maxims from 
the ' known to the unknown ' etc." 



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E. L. KELLOGG & CO., NEW YORK & CHICAGO. 19 

Fitch's Lectures on Teaching. 

Lectures on Teaching. By J. G. Fitch, M.A., one of Her 
Majesty's Inspectors of Schools. England. Cloth, 16mo, 
395 pp. Price, $1.25 ; to teachers, $1.00 ; by mail, postpaid. 
Mr. Fitch takes as his topic the application of principles to 
the art of teaching in schools. Here are no« vague and gen- 
eral propositions, but on every page we find the problems of 
the school-room discussed with definiteness of mental grip. 
No one who has read a single lecture by this eminent man 
but will desire to read another. The book is full of sugges- 
tions that lead to increased power. 

1. These lectures are highly prized in England. 

2. There is a valuable preface by Thos. 'Hunter, President 
of N. Y. City Normal College. 

3. The volume has been at once adopted by several State 
Reading Circles. 

EXTRACT FROM AMERICAN PREFACE. 
"Teachers everywhere among English-speaking people have hailed 
Mr. Fitch's work as an invaluable aid for almost every kind of instruc- 
tion and school organization. It combines the theoretical and the prac- 
tical ; it is based on psychology ; it gives admirable advice on every- 
thing connected with teaching— from the furnishing of a school-room 
to the preparation of questions for examination. Its style is singularly 
clear, vigorous and harmonious." 

Chicago Intelligence.— " All of its discussions are based on sound 
psychological principles and give admirable advice." 

Virginia Educational Journal.—" He tells what he thinks so as to 
be helpful to all who are striving to improve." 

Lynn Evening Item.— " He gives admirable advice." 

Philadelphia Record.—" It i3 not easy to imagine a more useful vol- 
ume." 

Wilmington Every Evening.—" The teacher will find in it a wealth 
of help and suggestion." 

Brooklyn Journal.—" His conception of the teacher is a worthy ideal 
for all to bear in mind.'' 

New England Journal of Education : " This is eminently the work of 
a man of wisdom and experience. He takes a broad and comprehensive 
view of the work of the teacher, and his suggestions on all topics are 
worthy of the most careful consideration." 

Brooklyn Eagle : " An invaluable aid for almost every kind of in- 
struction and school organization. It combines the theoretical and the 
practical ; it is based on psychology ; it gives admirable advice on every- 
thing connected with teaching, from the furnishing of a school-room to 
the preparation of questions for examination." 

Toledo Blade : " It is safe to say, no teacher can lay claim to being 
well informed who has not read this -Admirable work. Its appreciation 
is shown by its adoption bv several State Teachers 1 Reading Circles, as 
a work to be thoroughly read by its members." 



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The 'Practical Teacher . 

Writings of Francis W. Parker, Principal of Cook Co. 

Normal School, 111., and other educators, among which is 

Joseph Payne's Visit to German Schools, etc. 188 large 

8vo pages, 7KxlO}£ inches. Cloth. Price, $1.50; to 

teachers, $1.20 ; by mail, 14 cents extra. New edition in 

paper cover. Price, 75 cents ; to teacliers, 60 cents ; by 

mail, 8 cents extra. 

These articles contain many things that the readers of the 

" Talks on Teaching" desired light upon. The space occupied 

enabled Col. Parker to state himself at the length needed for 

clearness. There is really here, from his pen (taking out the 

writings of others) a volume of 830 pages, each page about the 

size of those in " Talks on Teaching." 

1. The writings in this volume are mainly those of Col. F. 
W. Parker, Principal of the Cook County Normal School. 

2. Like the " Talks on Teaching" so famous, they deal with 
the principles and practice of teaching. 

3. Those who own the " Talks " will want the further ideas 
from Col. Parker. 

4. There are many things in this volume written in reply to 
inquiries suggested in " Talks." 

5. There is here really 750 pages of the size of those in 
" Talks." " Talks " sells for $1.00. This for $1.20 and 14 cents 
for postage. 

6. Minute suggestions are made pertaining to Reading, 
Questions, Geography, Numbers, History, Psychology, Peda- 
gogics, Clay Modeling, Form, Color, etc. 

7. Joseph Payne's visit to the German schools is given in 
full ; everything from his pen is valuable. 

8. The whole book has the breeze that is blowing from the 
New Education ideas ; it is filled with Col. Parker's spirit. 

PARTIAL LIST OF CONTENTS- 

Beginnings. Reading— laws and principles ; Ruling Slates : Number 
and Arithmetic; Geography: Moulding; History; Psychology; Peda- 
gogics; Examinations; Elocution; Questioning on Pictures; on Flow- 
ers ; on Leaves ; Rules in Language : Answers to questions respecting 
the Spelling-Book ; List of Children s Books on History ; The Child's 
Voice; Ideas before Words; Description of Pictures; Teaching of 1: 
of 2; of 3; of 4; etc. ; Form and Color; Breathing Exercises; Paper 
Folding ; V erbatim report of lessons given in Cook Co. Normal School. 
Busy Work ; Answers to Questions in Arithmetic, etc. ; Why teachers 
drag out a monotonous existence: Teaching of language to children; 
Supplementary Reading— list of books ; Structural Geography ; Letters 
from Germany ; Hand and Eye Training ; Clay Modeling ; List of Edu- 
cational Works ; Joseph Payne's visit to German Schools, etc., etc. 



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CIRCLI 



ogg&Rfy; 



•NO- J- 



f MINDiTUDIE? 

-FOR 

YOUNG TEACHERS 

!jEROA\E^LLENPHD 



The Reading Circle Library. 

No. 1 . Allen's Mind Studies for Young Teachers 

By Jerome Allen, Ph.D., 
Associate Editor of the 
School Journal, formerly 
President of the St. Cloud 
( Minn. ) Normal School, 
lb'mo, large, clear type, 
128 pp. paper cover. Price, 
30 cents ; to teachers, 24 
cents ; by mail, 3 cents 
extra. Limp cloth, 50 
cents ; to teachers, 40 cents; 
by mail, 5 cents extra. 
Special rates for quanti- 
ties. Fourth thousand now 
ready. 

This little volume attempts 
to open the subject of Psychol- 
ogy in a plain way, omitting 
what is abstruse and difficult. 
It is written in language easily 
comprehended, and has prac- 
tical illustrations. It will be wanted by teachers. 

1. Some knowledge of Mental Science is indispensible to the 
teacher. He is dealing with Perception, Attention, Judg- 
ment. He ought to know what these mean. 

2. The relation between Teaching and Mind Growth is 
pointed out ; it is not a dry treatise on Psychology. 

3. It is a work that will aid the teacher in his daily work in 
dealing with mental facts and states. 

Popular Educator.—" The teacher will find in it much information as 
well as incitement to thought.'' 1 

Tared Sanford, School Com., Mt. Vernon, N. Y.— " From all points of 
view it must prove of great worth to those who read it. To the earnest 
teacher in search of information concerning the principles of Psychol- 
ogy it is to be highly commended." 

Irwin Shepard, Pres. Normal School. Winona, Minn.—" I am much 

e leased with it. It certainly fills a want. Most teachers need a smaller 
riefer, and more convenient Manual than has before been issued." 
S. G. Love, Supt. School, N. Y.— "I want to say of it that it is an 
excellent little book. Invaluable £or building up the young teacher 
in that kind of knowledge indispensable to successful teaching to-day." 
Prof. Edward Brooks,—" The work will be very useful to young 
teachers." 




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No. 2. Autobiography of Froebel. 
Materials to Aid a Comprehension of the Works of the 
Founder of the Kindergarten. 16ino, large, clear type, 
128 pp. Unique paper cover. Price, 30 cents ; to 
teachers, 24 cents ; by mail, 3 cents extra. Bound in limp 
cloth, 50 cents ; to teachers, 40 cents ; by mail, 5 cents 
extra. 
This little volume will be welcomed by all who want to get 
a good idea of Froebel and the kindergarten. 

1. The dates connected with 
Froebel and the kindergarten 
are given, then follows his 
autobiography. To this is 
added Joseph Payne's esti- 
mate and portrayal of Froe- 
bel, as well as a summary of 
Froebel's own views. 

2. In this volume the stu- 
dent of education finds ma- 
terials for constructing, in an 
intelligent manner an estimate 
and comprehension of the kin- 
dergarten. The life of Froebel, 
mainly by his own hand, is 
very helpful. In this we see 
the working of his mind when 

ERIEDRICH FRtEBEL. * J ^}} 5 JlG lets US See llOW 

he felt at bemg misunder- 
stood, at being called a bad boy, and his pleasure when face 
to face with nature. Gradually we see there was crystallizing 
in him a comprehension of the means that would bring har- 
mony and peace to the minds of young people. 

3. The analysis of the powers of Froebel will be of great 
aid. We see that there was a deep philosophy in this plain 
German man ; he was studying out a plan by which the 
usually wasted years of young children could be made pro- 
ductive. The volume will be of great value not only to every 
kindergartner, but to all who wish to understand the philoso- 
phy of mental development. 

La. Journal of Education.— "An excellent little work.' 

W. Va. School Journal.—" Will be of great value." 

Educational Courant, Ky— " Ought to have a very extensive circu- 
lation among- the teachers of the country." 

Educational Record, Can.—" Ought to he in the hands of every pro- 
fessional teacher," 





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No. 3. Hughes' Mistakes in Teaching. 

By James L. Hughes, Inspec- 
tor of Schools, Toronto, Can- 
ada. Cloth, 16mo, 115 pp. 
Price, 50 cents ; to teach- 
ers, 40 cents ; by mail, 5 
cents extra. 
Thousands of copies of the old 
edition have been sold. The 
new edition is worth double the 
old ; the material has been in- 
creased, restated and greatly 
improved. Two new and im- 
portant Chapters have been 
added on " Mistakes in Aims," 
and " Mistakes in Moral Train- 
ing." Mr. Hughes says in his 
preface : "In issuing a revised 
edition of this book it seems 
fitting to acknowledge grate- 
james l. hughes. ^7 , the hearty appreciation 

that has been accorded it by 
American teachers. Realizing as I do that its very large sale 
indicates that it has been of service to many of my fellow 
teachers, I have recognized the duty of enlarging and revis- 
ing it so as to make it still more helpful in preventing the 
common mistakes in teaching and training." 

Ninety-Six important mistakes are corrected in this 
book. This is the only edition authorized by the writer. 

The Schoolmaster (England)— "His ideas are clearly presented. 1 ' 

Boston Journal of Education.— " Mr. Hughes evidences a thorough 
study of the philosophy of education. We advise every teacher to invest 
50 cents in the purchase of this useful volume." 

New York School Journal.— " It will help any teacher to read this 
book." 

Chicago Educational Weekly.—" Only long experience could fur- 
nish the author so fully with materials for sound advice." 

Penn. Teacher's Advocate— "It is the most readable book we have 
seen lately." 

Educational Journal of Virginia.—" We know no book that contains 
so many valuable suggestions.*' 

Ohio Educational Monthly.—" It contains more practical hints than 
any book of its size known to us. 1 ' 

Iowa Central School Journal,— "We know of no book containing 
more valuable suggestions." 
New York School Bulletin—" It is sensible and practical." 



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No. 4. Hughes' Securing and Retaining Atten- 
tion. 

By James L. Hughes, Inspector Schools, Toronto, Canada. 
Author of Mistakes in Teaching. Cloth, 116 pp. Price, 
50 cents ; to teachers, 40 cents ; by mail, 5 cents extra. 

This valuable little book has already become widely known 
to American teachers. This new edition has been almost 
entirely re-written and several new important chapters 
added. It is the only edition authorized by the author. The 
testimonials to the old edition are more than deserved for the 
new one. 

Educational Times. England.—" On an important subject, and 
admirably executed." 

School Guardian. England.—" We unhesitatingly recommend it." 
New England Journal of Education.^-" The book is a guide and a 
manual of special value." 

New York School Journal.—" Every teacher would derive benefit 
from reading this volume." 

Chicago Educational Weekly.—" The teacher who aims at best suc- 
cess should study it." 

Phil. Teacher.— " Many who have spent months in the school-room 
would be benefitted by it." 
Maryland School Journal.—" Always clear, never tedious." 
Va. Ed. Journal.—" Excellent hints as to securing attention." 
Ohio Educational Monthly.— "We advise readers to send for a copy." 
Pacific Home and School Journal.— "An excellent little manual." 
Prest. James H. Koose, State Normal School, Cortland, N. Y., says :— 
" The book must prove of great benefit to the profession.'' 

Supt. A. W. Edson, Jersey, City, N. J., says:— "A good treatise has 
long been needed, and Mr. Hughes has supplied the want." 

No. 5. The Student's Calendar. 

For 1888. Compiled by N. O. Wilhelm. Elegant design 
on heavy cardboard, 9x11 inches, printed in gold and 
color. Trice, 60 cts. ; to teachers, 48 cents. ; by mail, 8 cts. 
In book form, for any year, paper cover. Price, 30 cts. ; 
to teachers, 24 cts. ; by mail, 3 cts. extra. 

This beautiful, novel, and useful calendar is designed to 
assist teachers in preparing exercises for Memorial Days. 
and also to suggest topics for " talks," compositions, etc. The 
idea is entirely new. Opposite each date is a very short life 
of some great man who was born or died on that day. The 
design is superb, and printing, etc., tasteful and elegant, 
making it an ornament f or an y room. 



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Teachers' Manuals Series . 

Each is printed in large, 
clear type, on good paper. 
Paper cover, price 15 
cents ; to teachers, 1 2 
cents ; by mail 1 cent ex- 
tra. Liberal discount in 
quantities. 
There is a need of small 
volumes —"Educational 
tracts," that teachers can 
carry easily and study as they 
have opportunity. The fol- 
lowing six have been already 
selected. Every one is a gem. 
To call them the " Education- 
al Gem" series would be 
more appropriate. 

It should be noted that 
while our editions of these 
little books are as low in 
price as any other, the side 
heads, topics and analyses 
inserted by the editors, as well as the excellent paper and 
printing, make them far superior in every way to any other. 
No. 1. FITCH'S ART OF QUESTIONING. 
By J. G. Fitch, M. A., author of "Lectures on Teaching." 38 pp. 
Already widely known as the most useful and practical essay on 
this most important part of the teachers' lesson-hearing. 
No. 2. FITCH'S ART OF SECURING ATTENTION. 
By J. G. Fitoh, M. A., 39 pp. 

Of no less value than the author's "Art of Questioning." 
No. 3. SIDGWICK'S ON STIMULUS IN SCHOOL. 
By Arthur Sidgwick, M. A. 43 pp. 

" How can that dull, lazy scholar be pressed on to work up his lessons 
with a will." This bright essay will tell how it can be done. 
No. 4. YONGE'S PRACTICAL WORK IN SCHOOL. 
By Charlotte M. Yonge, author of " Heir of Redclyffe." 35 pp 
All who have read Miss Yonge's books will be glad to read of her 
views on School Work. 

No. 5. FITCH'S IMPROVEMENT IN THE ART OF TEACHING 

By J. G. Fitch, M. A. 25 pp. 

This thoughtful, earnest essay will bring courage and help to many 
a teacher who is struggling to do better work. It includes a course of 
study for Teachers' Training Classes. 
No. 6. GLADSTONE'S OBJECT TEACHING. 

By J. H. Gladstone, of the London (Eng.) School Board. 25 pp. 

A short manual full of practical suggestions on Object Teachir.g. 




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Johnsons Education by "Doing . 

Education by Doing : A Book of Educative Occupations 

for Children in School. By Anna Johnson, teacher to 

the Children's Aid Schools of New York City. With a 

prefatory note by Edward R. Shaw, of the High School of 

Yonkers, N. Y. Handsome red cloth, gilt stamp. Price, 

75 cents ; to teachers, 60 cents ; by mail, 5 cents extra. 

Thousand of teachers are asking the question : ' ' How can I 

keep my pupils profitably occupied?" This book answers 

the question. Theories are omitted. Every line is full of 

instruction. 

1. Arithmetic is taught with blocks, beads, toy-money, etc. 

2. The tables are taught by clock dials, weights, etc. 

3. Form is taught by blocks. 

4. Lines with sticks. 

5. Language with pictures. 

6. Occupations are given. 

7. Everything is plain and practical. 

EXTRACT FROM PREFACTORY NOTE. 

"In observing tbe results achieved by the Kindergarten, educators 
have felt that Frcebel's great discovery of education by occupations 
must have something for the public schools— that a further application 
of 'the putting of experience and action in the place of books and 
abstract thinking,' could be made beyond the fifth or sixth year of the 
child's life. This book is an outgrowth of this idea, conceived in the 
spirit of the * New Education.' 

"It will be widely welcomed, we believe, as it gives concrete methods 
of work —the very aids primary teachers are in search of . There has 
been a wide discussion of the subject of education, and there exists no 
little confusion in the mind of many a teacher as to how he should im- 
prove upon methods that have been condemned." 

Supt. J. W. Skinner, Children's Aid Schools, says:— "It is highly 
appreciated by our teachers. It supplies a want felt by all." 
Toledo Blade.—" The need of this book ha3 been felt by teachers." 
School Education.—" Contains a great many fruitful suggestions." 
Christian Advance.— "The method is certainly philosophical." 
Va. Ed. Journal.—" The book is an outgrowth of Froebei's idea." 
Philadelphia Teacher.—" The book is full of practical information." 
Iowa Teacher.— "Kellogg's books are all good, but this is the best 
for teachers. 
The Educationist.—" We regard it as very valuable." 
School Bulletin.—" We think well of this book." 
Chicago Intelligence.—" V. ill 1 e found a very serviceable book." 



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mam 



Reception T)ay. 6 ${os % 

A collection of fresh and original dialogues, recitations, 
declamations, and short pieces for practical use in Public 
and Private Schools. Bound in handsome, new paper 
cover, 160 pages each, printed on laid paper. Price 30 
cents each ; to teachers, 24 cents ; by mail, 3 cents extra. 

The exercises in these books bear upon education ; have a 
relation to the school-room. 

1. The dialogues, recitations, 
and declamations, gathered in 
this volume being fresh, short, 
easy to be comprehended and 
are well fitted for the average 
scholars of our schools. 

2. They have mainly been 
used by teachers for actual 
school exercises. 

3. They cover a different 
ground from the speeches of 
Demosthenes and Cicero — 
which are unfitted for boys of 
twelve to sixteen years of age. 

4. They have some practical 
interest for those who use 
them. 

5. There is not a vicious 
sentence uttered. In some 
dialogue books profanity is 
found, or disobedience to 
parents encouraged, or lying 

look out for this. 




NEW COVER. 

laughed at. Let teachers 

° ; '^^^:-^'\lns: for the youngest pupils 



"i . " "Memorial Day Exercises " for Bryant, Garfield, Lincoln, 
etc. , will be found. 

8. Several Tree Planting exercises are included. 

9. The exercises have relation to the school-room and bear 
upon education. 

10. An important point is the freshness of these pieces. 
Most of them were written expressly for this collection , and 
can be found nowhere else. 

Boston Journal of Education.— " Is of practical value." 
Detroit Free Press.—" Suitable for public and private schools." 
Western Ed, Journal.— "A series of very good selections.'" 



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Sohg Treasures. 



THE PRICE HAS JUST BEEN 
GREATLY REDUCED. 



Compiled by Amos M. Kellogg, editor of the School Jour- 
nal. Elegant green and gold paper cover, 64 pp. Price, 
15 cents each ; to teachers, 12 cents ; by mail, 2 cents 
extra. 10th thousand. Special terms to schools for 25 
copies and over. 
This is a 
most valua- 
ble collec- 
tion of mu- 
sic for all 
schools and 
institutes. 

1. Most of 
the pieces 
have been se- 
lected by the 
teachers as 
favorites in 
the schools. 
They are the 
ones the pu- 
pils love to 
sing. 

2. All the pieces " have a ring to them 
learned, and will not be forgotten. 

3. The themes and words are appropriate for young people. 
In these respects the work will be found to possess unusual 
merit. Nature, the Flowers, the Seasons, the Home, our 
Duties, our Creator, are entuned with beautiful music. 

4. Great ideas may find an entrance into +he mind through 
music. Aspirations for the good, the beautiful, anu tne true 
are presented here in a musical form. 

5. Many of the words have been written especially for the 
book. One piece, " The Voice Within Us," p. 57, is worth the 
price of the book. 

6. The titles here given show the teacher what we mean : 
Ask the Children, Beauty Everywhere, Be in Time, Cheerfulness, 

Christmas Bells, Days of Summer Glory, The Dearest Spot, Evening 
Song, Gentle Words, Going to School, Hold up the Risht Hand, I Love 
the Merry, Merry Sunshine, Kind Deeds, Over in the Meadows, Our 
Happy Sehool, Scatter the Germs of the Beautiful, Time to Walk, Tne 
Johy Workers, The Teacher's Life, Tribute to Whittier, etc., etc 




they are easily 



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" 2. Froebel's Autobiography. .50 

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TEACHERS' MANUALS SERIES. 

This is a new series of short essays on educational subjects 
by the best writers, at a nominal price. 

NOW READY. 
No. 1. J. G. Fitch's "Art of Questioning." 
No. 2. J. G. Fitch's "Art of Securing Attention." « 
No. 3. Arthur Sldgwick's "On Stimulus in School." 
No. 4. Charlotte M. Yonge's " Practical Work in 

School." 
No. 5. J. G. Fitch's "Improvement in the Art of 

Teaching." Also a course of Study for Teat* .. ." ;'•£** 

No. 6. J. H. Gladstone's "Object Teaching." 
No. 7. Huntington's " Unconscious Tuition." 
No. 8. Hughes' " How to Keep Order." 

9. Quick's " How to Train the Memory." 
JO. Hoffmann's "Kindergarten Gifts." 

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